SUFFOLK COUNTY COMMUNITY COLLEGE

Department of Education, Health & Human Services

 

 

Course Outline – Spring, 2006

ED11: Foundations of Early Childhood Education

 

Please Note: Although critical parts of this Course Outline will be at least summarized in class, it is the student’s independent responsibility to read it thoroughly, refer to it as needed and be familiar with its contents.

 

 

I. Course Objectives

 

Upon completion of this course, the student will be able to:

 

A. compare and evaluate the types, methodologies and components of early childhood programs.

B. demonstrate knowledge of and analyze the historical development of early childhood education and perspectives and practices regarding young children.

C. analyze and compare the educators and theorists who have influenced early childhood education and their theories.

D. identify and explain domains, characteristics and theories of child development.

E. explore and evaluate personal values, basic principles and appropriate practices as applied to early childhood education.

F. observe and evaluate early childhood programs.

G. identify and apply the New York State requirements for teacher certification, day care licensing and nursery school registration.

H. discuss and analyze current issues in the field of early childhood education.

I. identify and explore the impact and importance of family, community and cultural values on early childhood education.

 

 

 

II. Procedures for Accomplishing Course Objectives

 

A. lectures

B. class discussions and activities

C. assigned readings

D. written assignments

E. field visits

F. audiovisual materials

G. test/quiz

H. oral presentations

I. process

 

 

 

III. General Student Requirements

 

A. Attendance and Punctuality

 

Students are expected to attend all classes and are responsible for all material covered and distributed, all of which will be independent of readings assigned for outside of class. The attendance policy of the Early Childhood Program, in accordance with that of the College, is that any absence (which includes factors of lateness and early exiting) in excess of one week’s worth (two for day classes, one for evening classes) can result in a lowering of the student’s final grade, and that any absence in excess of two weeks’ worth can result in the student being withdrawn from or failed for the course. While the Instructor affirms this policy in general terms, some flexibility regarding individual circumstances can and should be exercised where warranted. Meriting this flexibility will depend on such factors as the relative necessity of the missed time and the student’s efforts regarding pre-notification (phone calls or e-mails when the student is going to be absent or late, which are always welcome), documentation (doctors’ notes or honest and legitimate explanations) and the willingness to make up time or work as needed. Should the student demonstrate such prerequisites for individual consideration, there is, nonetheless, a bottom line regarding attendance, as there is a point at which the student has simply missed too much material and participation to be considered as having earned the grade otherwise calculated or, ultimately, completed the course successfully. The bottom line for this course is as follows:

Any absence (including factors of lateness and early exiting as described later in this discussion) totaling more than two weeks’ worth (four for day classes, two for evening classes) will result in the loss of a grade point from the student’s calculated final grade. And any absence (again including factors of lateness and early leaving) totaling more than three weeks’ worth (six and three, respectively) will effect either a withdrawal or a failure for the course, depending upon the circumstances.

          Now, as to lateness, it should be avoided merely out of courtesy, as it is unavoidably distracting to Instructor and students alike. However, if a lateness is truly unpreventable, the student is expected to enter the classroom as unobtrusively in sound, positioning and timing as possible. But lateness should also be avoided as it is factored into the attendance policy cited above. Entrance after the taking of attendance (or the equivalent couple of minutes), or after the several minutes from when the class reconvenes from a break, counts as a fraction of an absence, from one quarter to one half or more, depending upon the degree of lateness in relation to the length of the class. If the student finds her/himself subject to an unanticipated and temporary tightness of scheduling, s/he should let the Instructor know at once, whereupon some temporary flexibility might be considered subject to the circumstances. Similarly, early exiting (which is leaving prior to the Instructor’s expressed dismissal) should also be avoided, except in emergencies, for the same reasons.

          It is the responsibility of the student to keep track of her/his attendance and to be sure that her/his figures correspond to those maintained by the Instructor. The student is reminded that in the event of lateness, s/he must check in with the Instructor at the end of class so that the student is not logged as absent. The Instructor reserves the right to mark a student absent if s/he leaves class significantly early without due cause or notification, misses half the class or more without a legitimate reason, takes frequent, long or unnecessary breaks, does other work or activities during class, or is so non-participatory or resistant as to be considered functionally absent.

 

 

B. Assignments

 

All assignments are due on the assigned date, whether or not the student is present. If the student must miss the corresponding class, it is expected that s/he will make every effort to submit it early or through a friend, relative or classmate, or to fax or e-mail it to the Instructor if possible. However, if none of these options are feasible, the student may contact the Instructor prior to the class to so inform him. Assignments may be handed in late, but in order for there to be no grade penalty for the lateness, the student must formally request and receive permission for an extension from the Instructor prior to the time of submission. Reasonable discretion will be exercised by the Instructor in accommodating students’ legitimate needs. If an extension without penalty is granted, the assignment must be submitted by the new due date as approved by the Instructor, and must include a note reminding the Instructor of the circumstances of the lateness and the extension granted. Otherwise, late assignments will receive from a grade point to a full grade penalty, depending upon the degree of lateness. The student is encouraged to seek out the Instructor, in a timely and honest manner, to discuss any extraordinary work or family demands which may pose undue hardships as to getting assignments in on time, in which case an equal but individualized plan for submissions may be offered by the Instructor.

The allowance of late assignments is a privilege, and one which is not without inconveniences for the Instructor. Therefore, the criteria for accepting late papers without penalty will tighten with each request and penalties will increase for each unapproved late submission. These measures will ensure that students may benefit from reasonable flexibility while not encouraging students to take advantage of such flexibility. Under no circumstances may the student save up papers for bulk submission late in the semester, as this both virtually eliminates the possibility of usable feedback and places an egregious burden on the Instructor in submitting grades and completing the semester on time.

In light of all of this, a penalty on the student’s final grade will be assessed for:

• Two late assignments that did not receive approval;
• Three late assignments, excused or unexcused, except where the student and instructor have previously agreed upon a substitute submission schedule based on unusual, unanticipated and unpreventable circumstances brought to the instructor’s attention in an honest and timely manner.
• Should the student have three unexcused late assignments, the student will automatically and immediately either Fail or be Withdrawn from the course, depending upon circumstances.
• The student also cannot carry three late papers into the final month of the semester; although they will be accepted, any paper beyond the two will earn a zero when submitted.

      All assignments must be completed and submitted, and must be done with honest effort and behavior, for the student to successfully complete and pass the course. (In other words, the student may not pick and choose which assignment s/he would like to do, as each is different and important.) In order for the Instructor to complete the semester and submit grades on time, a deadline for all submissions has been set, so as to allow a “cushion.” The due date for the final submission of all papers is one week from the final class. No assignment will be accepted for grade after that date, unless the student has received prior consent based on uncommon and unforeseen hardships. If it becomes clear to the student that s/he will be unable to have all work completed and submitted by the deadline, the student is expected to seek out the Instructor. In some cases, an Incomplete may be granted. But Incompletes can be extremely unfair to students who managed to struggle against life’s normal hardships and still get their work in on time. So for an Incomplete to be given, the student must have been close to finishing the coursework, must have made every reasonable effort in the face of uncommon obstacles (health or family emergency or other unpredictable, unpreventable and insurmountable roadblocks) and must be otherwise passing the course. In such a circumstance, the student will have until the end of the fourth week of the subsequent semester to submit the uncompleted work. But in the interest of fairness, the student should be aware that unless otherwise specified, the work, uncompleted within the designated semester, will receive no credit and will be accepted solely for the purpose of completing and passing the course. Any assignment submitted past the final deadline will also, unless otherwise specified, receive a zero grade but will be accepted to allow the student to pass the course. Any student who does not complete all required assignments and who does not notify the Instructor of unique hardships and/or meet the standard of exceptions will Fail the course. The student is free to seek a Withdrawal rather than a Failure if s/he comes to the conclusion that s/he will be unable to complete the coursework and so informs the Instructor in the timeliest manner possible.

Instructors have varying policies regarding redoing assignments. In this course, one assignment, excluding work done within the last three weeks of the semester, may be redone once, at any time during the semester. However, the resubmission must be an entirely new assignment -- as opposed to a reworking of the old assignment -- in a manner to be determined in prior discussion with the Instructor, to qualify for a re-grade. All written assignments must be typed, double-spaced, stapled and appropriately margined, and carefully proofread. The student is required to keep copies of each submission, as, in the event that a question arises over whether an assignment had been handed in, the Instructor has the right to require it to be redone. In the event that a student misses a scheduled exam or in class presentation for legitimate (emergency) cause, the student assumes responsibility for notifying the Instructor and gaining the Instructor's consent prior to that class and for arranging for a make up at the Instructor's and class’ convenience. Failure to obtain prior permission for missing a scheduled quiz/test or presentation will result in an automatic zero for that assignment, which does not relieve the student of the responsibility to still complete that assignment, now for no credit, in order to pass the course.

 

 

C. Writing Skills

 

All assignments must reflect a proficiency in written English (as well as reading comprehension and oral English as applicable). After being informed that help or effort is needed, along with the degree to which it is needed, the student will be responsible for getting such assistance, through the Writing Center (in the Islip Arts building) or on her/his own. In some cases, the student will specifically be required to go to the Writing Center to redo a submission. On the first submitted paper that demonstrates sub-collegiate writing competence, the student will, assuming the paper to be generally comprehensible and a serious effort, receive no grade deduction, only notice. Should the student, in subsequent submissions, fail to show evidence, by way of documentation or improvement, of the extra effort and/or assistance asked for by the Instructor, penalties of increasing weight will be imposed. Students using the Writing Center should request letters verifying their attendance, to be given to the Instructor, as the Writing Center no longer directly informs Instructors of their students' attendance. The student is reminded that writing competence, along with equivalent skills in reading comprehension and oral expression, is not just a College requirement, but a necessity for her/his continuing education, the field of teaching, and virtually all other relevant professional and personal goals. It should also be noted that papers which do not meet the minimum or maximum length requirements, do not address the central objective of the assignment, or show significant evidence of plagiarism (using the words, ideas or work of another inappropriately or without full credit, whether intentionally or otherwise) will be penalized as well. (The subject of plagiarism will be covered later and will be discussed in class.)

 

 

D. Student Behavior

 

     Every teacher, at whatever level (even, incredibly, that of College), must deal with the matter of student behavior. A clear set of expectations and guidelines, ones which balance the needs of the class for constructive outcomes with the needs of individuals for reasonable discretion, must be thought out and spelled out. As a teacher preparation course, it would not be enough to respond to inappropriate or counterproductive behavior with the typical authoritarian or permissive approaches, as neither sets a particularly good example to learn from and apply to one’s own future teaching. Rather, the real life consequences of one’s behavior should be the lesson.

     Student behavior issues are most often the product of expectations they hold. If they perceive the class as “just another class” unrelated to their real world and future, they will not make those connections to real life consequences and may, instead, treat the class as a ritual or chore to get through, often in the easiest, most amusing or most non-committal way possible. This class is designed to take students somewhere and to mean something, and behavior which distracts or demoralizes fellow students, the Instructor or the student her/himself will likely result in less information, less inspiration and less preparation than would ordinarily come out of the course to benefit everyone. In at least some things in life, things that matter, what one gets out of an experience is relative to what one puts in. But since not every student is ready to see the connection between what they do in a College class and their future as prepared and responsible teachers (and people), an immediate consequence in the form of a “Professional Skills” grade worth 10% of the student’s final grade is built into the course.   

Self-expectations are also important in behavior. If students have low expectations of themselves, brought upon by previous failures, difficulties or mistreatment, they will likely approach the class defensively. They will try to “stay above it” or make a joke of it, and will try to recruit others to share in their defensiveness or “joke,” so that they do not have to risk embarrassment, hard work or failure. If they have difficulties or receive low grades, the first response will not be to consider what they may have done wrong or where they need to learn something more or where they must work harder, but, rather, to blame “unfairness,” despite the fairness or willingness to help that the Instructor may have expressed. Or they simply will not try their best, or try at all, seeing that as too risky or not worth the outcome they expect. Or they will set themselves up to fail, often behaviorally, dragging others with them, so as to, again, avoid the risk of putting themselves on the line. It is just easier to hide behind the pretense that being a good student isn’t “cool.”

     A student’s behavior, too, is often a reflection of examples set for her/him by teachers s/he may have had. Too frequently, students have learned negative lessons, or at least no useful lessons, in regard to responsibility, respect, caring, honesty or fairness from their “teachers.” Canceling classes or starting late is not the way to teach a student the importance of attendance and timeliness. Skimming papers or skimping on comments is not the way to teach a student to value her/his work or take responsibility. Giving easy work or fluff grades is not the way to teach a student the benefits of hard work or prepare students for their futures. Playing favorites or violating professionalism is not the way to teach a student lessons in justice, responsibility, respect or self-esteem. Any code of conduct, to be legitimate, must apply to both student and Instructor and their interconnected relationship, and then it must be followed by both. The Instructor, herewith, will make every effort to give himself, the class and each student the chance to succeed, and to attempt to head off those behaviors which are clearly established to adversely affect the opportunities for success that each student will offer her/himself, fellow students and the Instructor.

     First, then, are listed the behaviors that are to be expected of the Instructor. The Instructor will be prepared for class, will only cancel class in an emergency, and will begin and end class regularly neither early nor late. The Instructor will read each submission by each student carefully, and will comment in depth and constructively. While teachers should be under no obligation to be continuously entertaining, the Instructor will make every effort to make class presentations as interesting, valuable, relevant, current, caring and clear as possible, given the material and human dynamics. The Instructor will show consideration and respect for differences in individuality, background, experience, culture and ability. The Instructor will try to maintain perspective on the reasons for student behavior and difficulties while also trying to maintain high standards that will serve to responsibly prepare each student for what awaits her/him. The Instructor will be approachable, helpful and open to all questions, and will be available to students during office hours and at other times of mutual convenience and possibility. The Instructor will make his very best effort to avoid all forms of arbitrariness, remissness, short cuts, favoritism, unfairness, cynicism, condescension, abuse of power, denial of reasonable divergent opinion, bias or harassment.

     In reflection of all of the above, herewith is a list of the behaviors which are to be expected and to not be accepted, respectively.

    

* The student will be on time and in good attendance.

* The student will be familiar with all of the expectations and procedures explained in the Course Outline and in class.

     * The student will be attentive and prepared in class, and will participate in an appropriate and constructive manner, whether by questions, responses, suggestions or constructive non-verbal feedback.

     * The student will take notes, do the readings, study and work to improve whatever skills the Instructor points out as requiring such extra attention.

     * The student will make every reasonable attempt to submit assignments in a timely manner or will have and offer reasonable, honest and timely explanations where legitimate difficulties arise.

     * The student will follow all rules of conduct set for field observations.

     * The student will be respectful to fellow students and the Instructor, and will aim to be a help and good example to classmates, rather than become a distraction or poor influence.

* The student will approach her/his work with effort, self-initiative, integrity and pride. And the student will be honest, open to feedback and responsible for her/his work and behavior.

     * The student will not regularly or distractingly talk or socialize in class, except as part of appropriate class discussions.

     * The student will not read or work in any books or on any materials other than those which the class is using at the time, which includes date books, work for other classes or copying notes from a missed class.

     * The student will not write or pass notes, photographs or materials other than any group work which may be assigned at the time.

     * The student will not bring to class, or will at very least turn off and put away, cell phones or pagers, except in the event of a family or medical emergency which will be brought to the attention of the Instructor. Checking or answering silent messages is also unacceptable during class. The student will also turn off and put away personal stereos and all other personal gadgets before class begins.

     * The student will not leave the classroom except for reasons of health or emergency. Making phone calls, purchasing drinks and using the rest room should be done before class except where unavoidable.

     * The student will not eat in class, but may bring in a drink for hydration.

     * The student will not attempt to “signal” that class is approaching its end by packing up, dressing, grooming, jangling keys or coins, etc., and will not leave until the class is dismissed.

     * The student will not put her/his head down on the desk unless relevantly physically ill, nor sleep in class.

* The student will not fail to reasonably and constructively communicate, in or out of class, any questions, problems, explanations, contributions or grievances s/he may have.

     * The student will not, through verbal or non-verbal means, convey a demeanor of resistance, ridicule or hostility to fellow students or the Instructor.

 

     Failure to follow these rules of conduct may result in any of the following:

 

·      Being marked as partially or completely absent for the class in which her/his presence was not an attentive, participatory or constructive one.

·      Receiving a warning, during class or after class, or being asked to meet with the Instructor.

·      Receiving a lowered grade for the 10% of the course weight assigned to “Professional Skills.”

·      Being asked to move her/his seat away from another student or group, or being asked to leave the class.

·      Being withdrawn from or failed for the course.

 

In short, the student will show, in her/his demeanor, caring and respect, for others, for children, for what s/he does, and, just as importantly, for her/himself and future, and will prove her/himself to be a mature, focused, respectful and responsible adult. This will allow the Instructor to certify, in good faith, the student’s fitness and potential for the important and demanding work required with vulnerable and valuable young children.

Of particular recent concern is the issue of cheating. The Early Childhood Program takes a strong and unequivocal position on cheating, since we have not been completely exempt from a more widespread problem we know to exist at all levels of education. Very simply put, we have zero tolerance for cheating; it will be vigilantly checked for and aggressively responded to. Teaching requires honesty, intelligence and the avoidance of short-cuts, so a student who cheats is showing her/himself to be unprepared and/or unfit for the field it is our job to prepare students for. It is an insult to the program, to its faculty, who are very approachable and flexible when approached openly and honestly, and to its students who are trying to “do the right thing” (and who have to sit through lectures like this). Therefore, the minimum consequence for any act of cheating will be automatic course failure, a penalty that is neither negotiable nor avoided, and most likely the student will be reported to College officials as well. It is our hope that common knowledge of this policy will serve as a deterrent, so that we can all avoid having to continue to be bothered and jaded by this problem in the future.

 

 

IV. Specific Student Requirements

         

 

A. Observations – 40%

 

        The student, over the course of the semester, will independently schedule three visits, of approximately three hours each, to different early childhood programs. For each of the observations, there will be a particular aspect of the program about which the student will then write a short paper. (The one exception to this is the third observation for ED11, which is instead tied into the Final Examination. See below for details.) It is a program requirement that three observations be conducted in both ED11 and ED22 in order to complete each course. Details on the guidelines for conducting these observations as well as the specifics of each paper will be found in the “Assignment Packet,” the third and final part of this syllabus. Failure to complete all observations and their corresponding assignments will result in failure for the course.

 

         

     B. Final Examination – 25%

 

     At the end of the semester, there will be a final examination, an essay test in which the student will be asked to demonstrate and apply knowledge of the central principles and themes of the course. The final exam will require studying of the notes the student has compiled over the course of the semester and the independent readings the student has done in accordance with the “Schedule of Assignments,” Part VIII of this section of the syllabus. Failure to take and to pass this final exam will result in failure for the course.

                      

 

C.  Research Assignment – 15%

 

The student will, early in the semester, select a topic of importance and personal value relative to the education, care or welfare of young children. (A list of possible topics will be handed out when the assignment, whose specifics can be found in the “Assignments Packet” portion of this syllabus, is discussed in class.) The student will then thoroughly research this chosen topic and prepare a report, using a specified format and including a one page hand-out for fellow students, along with copies of all sources used. Failure to complete this assignment in its entirety will result in failure for the course.

 

 

D.  Savage Inequalities – 10%

 

The student will, early in the semester, independently obtain a copy of the book Savage Inequalities: Children In America’s Schools by Jonathan Kozol (Crown Publishers, 1991. IBSN 0-517-58221-X). The book must be read by the date specified in the “Schedule of Assignments.” The assignment will be announced on that date. It may be an in-class essay, a take-home quiz, a panel discussion or another variation of this theme. The student must be prepared to both respond to questions in class on that date and/or to respond in writing for the following class. Failure to have demonstrably read the book or completed the assignment will result in failure for the course.

 

 

E. Professional Skills – 10%

 

This course serves two practical functions, apart from pure education. It is a preparatory course intended to produce future teachers and caregivers (and other child-related professionals) of excellence, but it is also a screening vehicle to filter out those not ready, capable or suitable for such a demanding and influential role. It is not quite that easy to measure such qualities as are required -- responsibility, maturity, seriousness, commitment, self-discipline, self-sacrifice, patience, integrity, openness, honesty, respectfulness, creativity, initiative, attentiveness, punctuality, interpersonal skill, emotional health, growth, etc. -- within the classroom. It is not uncommon that people who do not always show these qualities in class or with adults display them very well with children or in a more autonomous or “real world” setting. But since we must exercise our own professional responsibility, in a field already too populated with unprepared, unmotivated, unprofessional, unskilled or unhealthy teachers/caregivers, we use what is available to us.

In determining if the student shows the "professional skills" required for teaching or other work with young children, we look not only at the student's attendance, punctuality and participation for clues, but also to the quality of, approach to and attitude toward her/his work and obligations (including independent reading assignments), and to the character of her/his behavior, communication and interpersonal skills in class, on field visits and with the Instructor. For more specific measures of this component of the student's final grade, the student should refer to the previous section on expected and unacceptable behaviors. The student must show substantial compliance with the expectations enumerated in this syllabus, and with generally agreed upon standards for College-appropriate conduct, to pass this course. Demonstration of "professional skills" is worth ten (10) percent of the final grade, which is not so much that it gives the Instructor too much arbitrary control but not so little that it does not allow the Instructor to consider the whole student in grading. Generally speaking, what does not hurt the student is likely to help her/him.

 

 

F. Scheduled Reading Assignments

 

In addition to the above, there are specified readings from the two primary textbooks assigned for every class meeting in preparation for the discussion anticipated for that day. The student is expected to exercise self-initiative in keeping up with these readings. They will not only broaden the student's knowledge and help her/him better understand the lecture material and contribute to the class, but without them the student cannot expect to do as well as possible on the observations, let alone on the final examination, which will in part be based on them. The Instructor reserves the right to quiz students on the assigned readings. Under all circumstances, the student is held responsible for all consequences of not having read the required materials in a self-responsible and timely manner, as it is a course requirement, a prerequisite to success with the other assignments and a part of the student’s education.

 

 

V. Grading Procedure

 

A. Observation 1 --------------------------------- = 20%

B. Observation 2 --------------------------------- = 20%

C. Final Examination (inc. Obs. #3) -------------- = 25%

D. Research Assignment --------------------------- = 15%

E. In-Class Essay -------------------------------- = 10%

E. Professional Skills --------------------------- = 10%

 

* The student should be reminded that excessive absence, lateness or lateness of assignments, or behavior in class or on observations that fails to conform to the expectations enumerated herein, will cause a lowering of the preliminary final grade as determined by this formula. The student is further reminded that failure to complete a required assignment, including readings, or to pass the final exam, or gross violation of reasonable codes of student conduct and ethics, will result in failure for the course. The Instructor reserves the right to adjust the above formula by up to 5% in an effort to achieve the truest measure of the individual student’s overall performance.

 

 

VI. Textbooks

 

A. Morrison, George S., Fundamentals of Early Childhood Education, 3rd edition. Upper Saddle River, NJ: Pearson Education, Inc., 2003, 2000, 1997

 

B. Bredekamp, Sue and Copple, Carol, Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Revised Edition. Washington, D.C.: National Association for the Education of Young Children (N.A.E.Y.C.), 1997, 1986

 

C. Kozol, Jonathan, Savage Inequalities: Children In America’s Schools. New York, NY: Crown Publishers, 1991. (IBSN 0-517-58221-X. Not in the bookstore. Must be purchased independently.)

 

 

VII. Outline of Course Topics

 

     Week 1: Course Outline

          Course Goals & Sharing Discussion

Week 2: Discussions of Assignments

What Early Childhood Education Should/Shouldn’t Be

(Goals/Priorities of Early Childhood Education)

Week 3: Developmentally Appropriate Practice

     Components of an Appropriate Preschool Program

Week 4: Components of an Appropriate Preschool Program continued:

     The People:

The Child

Week 5: Components continued:

               The Child continued

The Teacher

     Week 6: Components continued:

          The Things:

               The Classroom

               The Schedule

     Week 7: Components continued:

               The Curriculum

     Week 8: Types of Early Childhood (Preschool) Programs

          Savage Inequalities essay

Week 9: Methodologies of Early Childhood Education:

Traditional/Teacher Centered Education

          The Montessori Method

Week 10: Methodologies continued:

Open/Progressive Approaches:

The Free School Interpretation

The Bank Street Approach

     Week 11: Open/Progressive Approaches continued:

The High/Scope Curriculum

The Reggio Emilia/Project Method Approach

     Week 12: Methodologies continued:

DISTAR/Learning Theory

          Other approaches

     Week 13: Special Needs/Inclusion

          Child Abuse and other current issues

Week 14: Final Examination

“Lasting Impressions”

 

 

 

VIII. Schedule of Assignments

 

Sections 0886, T/Th 9:30-10:45, R117

and 0888, T/Th 12:30- 1:45, R123(T)/R211(Th)

 

 

T, 1/24 --

Th, 1/26 Course Outline

T,   1/31 Hand-Outs

Th, 2/ 2 DAP, Preface & Part 1

T,   2/ 7 Morrison, Chapter 1 & Appendices

Th,  2/ 9 DAP, Part 2

T,   2/14 DAP, Part 4

Th, 2/16 Morrison, Chapter 7

T,   2/21 Midwinter “Recess” (No Classes)

Th,  2/23 Morrison, Chapter 8

T, 2/28 Morrison, Chapter 11

Th, 3/ 2 Morrison, Chapter 4

T, 3/ 7 Morrison, Chapter 2

Th, 3/ 9 OBSERVATION #1 DUE

T, 3/14 Morrison, Chapter 3

Th, 3/16 History Hand-Out

          Mid-Semester deadline for guaranteed “W”

T, 3/21 DAP, Part 5

Th, 3/23 Savage Inequalities to have been read

T, 3/28 Morrison, Chapter 9

          Priority Registration period began yesterday

Th, 3/30 DAP, Part 3

T, 4/ 4 Morrison, Chapter 6

Th, 4/ 6 RESEARCH ASSIGNMENT DUE

T, 4/11 Spring Break (No Classes)

Th, 4/13 Spring Break (No Classes)

T, 4/18 Morrison, Chapter 12

Th, 4/20 Morrison, Chapter 5

T, 4/25 Morrison, Chapter 10

Th, 4/27 OBSERVATION #2 DUE

T, 5/ 2 time

Th, 5/ 4 to

T, 5/ 9 study

Th, 5/11 FINAL EXAMINATION

T, 5/16 Lasting Impressions

 

(W, 5/17 or Th, 5/18 – College make-up days, as needed)

 

 

 

Sections 0887, M/W, 2:00-3:15, R117

 

 

     M,   1/23 --

     W, 1/25 Course Outline & Hand-Outs

     M, 1/30 DAP, Preface & Part 1

     W, 2/ 1 Morrison, Chapter 1 & Appendices

     M, 2/ 6 DAP, Part 2

W, 2/ 8 DAP, Part 4

     M, 2/13 Morrison, Chapter 7

     W, 2/15 Morrison, Chapter 8

     M, 2/20 Midwinter “Recess” (No Classes)

     W, 2/22 Morrison, Chapter 11

     M, 2/27 Morrison, Chapter 4

W, 3/ 1 OBSERVATION #1 DUE

     M, 3/ 6 Morrison, Chapter 2

     W, 3/ 8 Morrison, Chapter 3

     M, 3/13 History Hand-Out

     W, 3/15 DAP, Part 5

    M, 3/20 Morrison, Chapter 9

               Mid-Semester deadline for guaranteed “W”

     W, 3/22 Savage Inequalities to have been read

     M, 3/27 DAP, Part 3

Priority Registration period begins

     W, 3/29 Morrison, Chapter 6

     M, 4/ 3 Morrison, Chapter 12

     W, 4/ 5 RESEARCH ASSIGNMENT DUE

     M, 4/10 Spring Break (No Classes)

     W, 4/12 Spring Break (No Classes)

     M, 4/17 Morrison, Chapter 5

     W, 4/19 Morrison, Chapter 10

     M, 4/24 time

     W, 4/26     to

     M, 5/ 1 OBSERVATION #2 DUE

     W, 5/ 3 study

     M, 5/ 8 FINAL EXAMINATION

     W, 5/10 Lasting Impressions

 

     (W, 5/17 or Th, 5/18 – College make-up days, as needed)

 

 

 

    

    

    

    

 

 

 

 

 

 

 

 

 

 

 

PART II – QUICK REFERENCE GUIDE TO THE SYLLABUS

1.      The course objectives will be met through a combination of lectures, class discussions, independent readings, videos, field observations, analytical reports and feedback thereto, research and process.

 

2.      The bottom line of the attendance policy for the course is: More than two weeks’ absences (including the factors of latenesses and reasonable attentiveness) will result in a lowering of the student’s final grade, and more than three weeks’ absences in immediate withdrawal from the course.

 

3.     For late assignments to not be penalized the student must inform the instructor of the necessary circumstances in a timely and honest manner. The limits on late assignments are as follows: Two unexcused late assignments or three late assignments of any kind will result in a lowering of the student’s final grade, and three unexcused late assignments will result in immediate course failure. All assignments must be submitted by one week from the final class.

 

4.      The student is allowed to redo one assignment during the course of the semester, but it must be a brand new assignment rather than a reworked version of the original.

 

5.      Writing will be corrected and factored into the student’s grade. After notice that the student requires extra work or help with writing, should there be no sign of improvement or assistance, grade deductions will thereafter accrue. There are also minimum and maximum length requirements for each paper.

 

6.      All assignments must be completed and submitted for the student to pass the course. Should the student fall behind, s/he is required to initiate a conference with the instructor to discuss the circumstances and the remedies.

 

7.      The student is expected to be in good attendance and punctual; to be attentive and non-distracting in class; to take good notes and constructively participate through responses, questions and other signs of life; to be timely and organized with assignments; to keep up with readings and conscientiously study for the exam; to follow all guidelines for conduct on field visits; and to exercise integrity and non-resistance throughout the course. Such behaviors will benefit the student through a “professional skills” grade.

 

8.      The following in-class behaviors are unacceptable: persistant or distracting talking; the ringing or checking of cell phones or other electronic equipment except those used for recording; the writing, passing or reading of any material other than what the class is focusing on; eating; frequently and/or unnecessarily leaving the room; putting one’s head down; “signaling” the impending end of class before actual dismissal; or any attempted act of cheating (for which the minimum penalty is immediate, non-negotiable course failure).

 

9.      The student is invited to come to the instructor with any problem, question or need at all. The instructor will meet the student more than half way should the student show any real effort, caring, openness or integrity whatsoever.

 

10.  As to the observations, there are three rules the student must remember: The student may not go to the same classroom for two observations, may not go to the same school for all three observations, and cannot go above second grade for any observation.

 

11.  The student will be familiar with and accountable for all information contained in the syllabus.

 

12.  The course is not meant to be “easy” or “hard.” And that is not a mature criterion for evaluating a course. It is, however, meant to prepare students for the important and demanding work of being a teacher, including the skills, knowledge and behaviors necessary to be successful in and worthy of being called “a teacher.” So standards are high and they are fair. Grades must be earned with the head and the heart, and they are there to be earned through effort, diverse talents, caring and commitment.

 

 

PART III – THE ASSIGNMENT PACKET

 

 

              

Observations – 40%

 

 

General Guidelines for Observations

 

The student will first, for each observation, select an early childhood program to visit, one that may be interesting, useful or convenient. If it is not a public school, the student will call the program directly and ask to speak to the person authorized to schedule observation appointments, identifying her/himself as an early childhood education student of this College. If it is a public school that the student desires to visit, s/he will call the appropriate district office and follow the same procedure. In this case, the student may be instructed to call the public school directly, may be asked to come in to the district office, or may be asked to leave her/his phone number for a return call. (The student should remember, regardless, to leave her/his number, so that s/he is called directly, rather than the district contacting the Program.)

The student is under no obligation to discuss the specifics of the assignment, and is not to share the results of the observation, other than in the most general and diplomatic of terms, as her/his notes or paper might be misinterpreted or else inhibited by too much candor. S/he will bring with her/him the documentation sheet to be signed by the appropriate program representative in the corresponding space provided, and will accurately, legibly and completely fill out the remainder of the information for each observation. It is recommended that the student submit a copy of this form with each observation report, so that the Instructor can monitor the student’s progress, catch any problems early and use it as a reference for information the student may have forgotten to include in her/his report. Regardless, the student must submit this completed and accurate paperwork by the end of the semester to get credit for the course. If the student misplaces it, s/he will have to go back to each program in order to completely reconstruct it, original signature and all.

The student is encouraged to spend an entire morning or half-day session, but should spend at least three hours, or enough time to observe at least two time periods (preferably free play and group times and the transition between). The student may participate, depending on the preferences of the program and the student, in that order. A student choosing to should be careful to not overstep her/his role, distract her/himself from the assignment or violate reasonable standards of appropriate behavior. A student not choosing to should still be friendly and responsive. In either case, the student should relate to children in a healthy, respectful and sensitive way, and should be cooperative, respectful and non-argumentative with the adults as well. The student will dress appropriately-to-conservatively, with no jeans, sweats, caps, shorts or clothing provocative in slogan or design, no gum, and appropriate discretion regarding nails, hair, jewelry and adornments. The student will follow any and all of the program's health and safety guidelines and regulations. The student will call the program if an observation needs to be canceled, and will be flexible if the program needs to cancel or impose restrictions. The student will thank the teacher and the administrator for allowing the observation.

The student will adhere to strict confidentiality regarding the program, staff and children in all in and out of class discussions. However, in the paper and in conversations with the Instructor, which are confidential, the student is free to use names. And should the student observe anything alarming, discomforting or questionable, the student is specifically requested to discuss it with the Instructor or raise it, without using names, in class. While the student is expected to take notes, these notes and their product are only for the purpose of the assignment, and more invasive documentation such as audiotapes and photographs are generally prohibited. Failure to comply with these or other standards of appropriate conduct can result in a penalty ranging from deduction of the "professional skills" grade for minor violations to being dropped from the course or program for major (non-criminal) ones.

For each of the three observations (six if the student is concurrently taking ED11 and ED22), to be done in three early childhood programs preferably varied as to type, methodology and/or age group, there will be a corresponding assignment that must be the focus of that particular observation. The student may return to the same program for a second observation, but must observe a different classroom. Under no circumstances will a student be permitted to observe the same classroom twice or the same program three times in a semester, as this would defeat some of the basic purposes of offering these assignments. It is recommended that the student stick to the "preschool" early childhood ages of two and a half to six, though students having a particular interest in infant/toddler or primary elementary education may go two years up or down (infancy through second grade, but not beyond) for one each of the observations. However, the student should understand that some of the criteria of the assignment might not translate as well to the differing age group. And should the student select a first or second grade (or even a kindergarten), particularly in a public school, the student is forewarned to hold the program to the same standards of early childhood appropriateness, sensitivity and sound educational practice as any other program. The student is also most encouraged to observe a special ed./therapeutic early childhood program, but is forewarned, in this case, to see children and not labels, and not start by assuming that anything the program is doing must be appropriate or should be "different" because these children are "special."

Specified and different analytical reports are assigned to each observation (with the exception of ED11’s final observation, which will, instead, be tied to the Final Examination). Each paper is to be between two and four typed, double spaced pages, and, focusing on the assignment’s particular subject and purpose, will include both specific, detailed information about the program and also the student's thoughtful, sensitive, informed, instinctive and critical analyses of it. A paper, which includes the facts without the reactions, tells the Instructor nothing about the student he is grading; if he wanted to know about the program, he would visit it himself. A paper, which includes the reactions without the facts, tells the Instructor nothing about the context, validity or reasonability of the reactions; therefore, he would have to visit it himself. So, the student will include both, in balanced form. The student may choose to focus her/his paper on one particular element, incident or individual, but must show that that one thing alone so overshadows everything else or so convincingly answers the basic questions as to merit such singular focus. On the other hand, the student should not write about everything in a sequential recounting of events, but should, rather, try to structure her/his paper in a focused, efficient and well prioritized manner.

Since objective and independent thinking are required, the student should not observe a classroom in which s/he or a relative or friend works or attends or which s/he comes to with any bias pro or con, and two students must not together or otherwise knowingly observe the same classroom. Grading will be based on knowledge, thinking, sensitivity, instinct, effort, accuracy, depth, presentation and attentiveness to principle and to the children. So, the student is encouraged to take risks, open her/his mind, heart and textbooks, criticize vigilantly (without trashing, attributing motives or pretending to know everything), pay attention to the focus of the particular assignment, to priorities and to what the children are revealing in words and behaviors, check for spelling and typos, and get the darned thing in on time.

 

 

Observation #1: The Human Environment – 20%

 

For this first observation, the student will not yet concern her/himself with the educational technicalities of the program. Forgetting, for the moment, that this place is a “school,” this big person is a “teacher,” these little people are “students” and there is some kind of “learning” that is supposed to be going on, the student will, instead, evaluate this as just a place, wherein people, small and big, live and feel and grow and relate and learn about life. So, rather than evaluating the tangible components such as the classroom, schedule, materials, activities or “education” per se (the subjects of the second observation), the student will, instead, examine the more intangible, although even more important, human matters of feelings, values, behaviors, relationships and life lessons. Another way of looking at it is that the student will focus less on the cognitive and physical aspects of the program than on the social and emotional ones. What kind of place, of society, of human family is this? How does it feel? What does it stand for? What does it really teach?

Is there a feeling of family, of community? Is there caring, fun, excitement, meaningfulness, humor, respect, love, hope? Are individuality and diversity appreciated and developed, in balance with the appreciation and development of a sense of commonality and community? Are children given an appropriate degree of freedom of choice, in activities, self-expression and personal decisions, while also being given and having expected an appropriate degree of personal responsibility, for consequences, others and the environment? Are communication, guidance and discipline handled in constructive, effective and sensitive ways? Are individual needs caringly considered and reliably addressed? Are the rules, expectations and values clear, reasonable, positive and inclusive of everyone? Are children treated with human interaction, equality and dignity? If a classroom is, as John Dewey said, a "microcosm of society," what kind of society is represented in this classroom and are the children being prepared for? Is, as he hoped, a balance between socially responsible citizens and free thinking individuals being developed? Is this a meaningful and relevant place, a place of integrity and potential?

On the other hand, are there children who are mistreated, scapegoated, inappropriately labeled or slipping through the cracks? Are there exclusive cliques or unsupported outsiders? Is there favoritism, prejudice or neglect? Is there violence, name-calling or destructiveness that are not being adequately or effectively addressed? Are children denied choices, encouragement, acceptance or affection? Is there an environment of competitiveness, conformity, division, power, arbitrariness, fear or pressure? Are children overly controlled, criticized, talked down to, manipulated or indoctrinated?

The purpose of this assignment is to identify and examine the underlying messages and real life "lessons" the children are being given, individually and collectively, about themselves and others, people and society, individuality and diversity, rights and responsibilities, roles and relationships, freedom and rules, fairness and respect, sharing and caring, authority and equality, religion and politics, the environment and life, etc. The relationships between teacher and child, between the children and between the teachers should be explored, as should the rules, expectations, behaviors, practices, themes, celebrations and other aspects of the "hidden curriculum" that lies beneath but overshadows the traditional lesson plan. What are children really learning, about truly important things, by example, by "teachable moments" and by spending a part of their lives here? If this were the only influence in their lives, what kinds of people might they turn out to be, with what kinds of values, attitudes, behaviors, potentials and expectations regarding their society and future? Would the student want to live here, or want a child s/he cared about to?

The student may look at any combination of these issues, or others of her/his choice or particular experience, all in an effort to determine what kind of human environment this is for vulnerable and valuable small people. The student will not be satisfied with mediocrity, lack of crisis or majority satisfaction, considering not what is "good enough," but what is idealistically possible, given a strong dose of imaginative vision, dedicated caring and moral responsibility. The student will not forget that this class is a collection of individuals, with individual needs being met or unmet, individual messages being received, and individual ways of being affected, and that one individual being destroyed or saved says more about a program, or society, than a majority being affected in superficial ways. The question, again, is not whether this is a comparatively good school; it is the more important and legitimate question of whether this is a deservedly good place for each child to be. What are the messages and life lessons children are receiving that will affect them as people?

                         

 

Observation #2: Developmentally Appropriate Practice – 20%

 

For this second observation report, the student will now move her/his primary focus from the “human environment” to the (more technical) environment for “education,” from the underlying curriculum to the curriculum per se, from the social and emotional more so to the physical and cognitive components, evaluating this place, now, as a school. Using principles of developmentally appropriate practice, as defined in lectures, discussions and readings, the student will attempt to answer these fundamental questions: Does this program appear to be familiar with and understand what is considered appropriate for children in the early childhood stage and in an early childhood classroom? And, in practice, does this program conform to and effectively execute these principles and practices? The student will support her/his positions on which things are appropriate and which are inappropriate with particular references to the textbooks and class notes.

In evaluating the program's understanding of and practice of principles of developmental appropriateness, the student will evaluate the physical and cognitive atmosphere for learning, by analyzing such tangible components as the classroom arrangement, the daily schedule, the materials, the activities, the procedures and/or the teacher role. S/he will consider what they reveal about the program’s effectiveness and perspectives regarding children’s learning and development. The student will be sure to analyze the appropriateness or inappropriateness of each point, practice or incident cited, leading to a conclusion as to the program's overall appropriateness for both the age group and individuals therein.

In observing the classroom, the student might evaluate the appropriateness of: the general room division, each area represented (or not represented) and the messages they convey, areas in relation to one another, the location of tables and necessities, appropriate room for walking, socializing and privacy, wall displays, and, generally, how aesthetic, comfortable, appropriately sized, stimulating, well organized, safe, secure and functional is the room and each area thereof. In observing the schedule, the student might examine the appropriateness of each time period, its length, its relationship to other time periods, and issues of predictability, pace, organization, transition, balance and alternation, in providing a well rounded experience with appropriate expectations. In observing materials and/or activities, the student might consider issues of age and individual appropriateness, concreteness, child-centeredness, open-endedness, planning, individualization, holism, process-orientation, multiculturalism, choice, value, etc. And in observing the teacher role, the student will analyze how effectively, sensitively and knowledgeably the teacher(s) act(s) out, or do(es) not, the roles of facilitator, observer, nurturer, role model, resource, limit setter, preparer of the environment, planner, team player, advocate and others, either appropriate or not. The student may also consider the reasonability, purposefulness, clarity, sensitivity, effectiveness and individualization of rules, routines, procedures and expectations.

Once again, the overall questions to be answered, regardless of the particular route the student chooses to take (selecting one defining element to concentrate on, weaving together a reasonable combination of elements, taking issues as they come, etc.), are:

Does this program seem to be familiar with D.A.P.? If so, does it appear to understand it? If so, does it do it? Overall, is it an appropriate or inappropriate program? Are there children for whom it is particularly appropriate or inappropriate? Does that swing the balance? It should be noted that in addition to evaluating developmental appropriateness as such, the student should also consider educational and ethical appropriateness. If a practice is generally inappropriate for a teacher or human being to do, it is thus specifically inappropriate to be done to a particular age group or child.

 

Observation #3

 

          This observation must be done, but there is no written report. Rather, it is connected to the Final Exam, as below.

 

 

 

 

Final Examination – 25%

 

 

The final examination will take the form of five short essays, which will require recalling, understanding, applying and connecting ideas basic to the course drawn from lectures, handouts, presentations and readings. Approximately two weeks prior to the final exam, the Instructor will do his best to narrow down the material to that which is reasonable and centrally important. It is expected that the student will have kept up with readings, will have taken clear and detailed notes (supplemented perhaps by audiotapes), will exercise (or have learned) effective study techniques and will show the kind of seriousness of effort a test of this nature and magnitude requires.

   The student is specifically reminded that although there is no formal written report for the Third Observation, it is nonetheless a course requirement as well as a component of the Final Examination. The responsibility of the student in this regard is to schedule and go on this final observation, to be observant and take notes for review purposes and to make sure that her/his Observation sheet is completed fully, accurately and legibly. There will be one question on the Final Exam that will use this observation as the basis for applying basic ideas from the course. The student must take and pass the Final Exam to pass the course. The student also must hand in the completed and accurate form by the time of the exam to receive credit for the corresponding question, and must do so by the end of the semester to receive credit for the course.

 

 

 

 

Research Assignment – 15%

 

This assignment will require the student to select and research a particular topic of importance to the education, care or welfare of young children (prenatal to mid-elementary). From this research, the student will prepare a short paper, along with a hand-out for her/his classmates.

          Early in the semester, the Instructor will first distribute a list of possible, tried and true topics from which the student may choose, and then a sign up sheet, made available over several class meetings, for the student’s commitment. Possible topics will range from child abuse and maltreatment, to special needs/disabilities and illnesses, to social issues such as prejudice, poverty or violence, to the effects of drugs, alcohol or cigarettes (or vaccinations, Ritalin or poor nutrition), to controversies involving testing, inclusion or medication, to approaches to discipline or teaching to the relationship between politics, religion or culture and education. (The student may suggest another one, as long as it is as relevant and important as those presented on the list.) As soon as the student has made her/his selection, s/he will begin the process of research. The student may use the College library, her/his local library and/or the Internet, locating a minimum of three useful and cohesive professional sources on the topic, and, from them, write a comparatively brief research report following the format provided later in this discussion, and to which the student will attach copies of all sources used. In addition, the student will prepare and distribute to her/his classmates single page copies of whatever s/he thinks would best share knowledge or motivate interest in the topic.

It is recommended that the student start by exploring the professional literature within the field of early childhood education. Some of the more prominent journals that the student should know about are:

        “Young Children,” “Early Childhood Research Quarterly,” “(Scholastic) Pre-K/Early Childhood Today,” “Day Care and Early Education,” “Dimensions,” “Childhood Education,” “The Early Childhood Education Journal,” “The Education Digest,” “Early Childhood Research and Practice,” “First Teacher,” “Focus on Early Childhood,” “International Journal of Early Childhood,” “Topics in Early Childhood Special Education,” “Infants and Young Children” and “Annual Editions: Early Childhood Education.”

     From there, the student should go to professional journals in related fields (special education, childhood education, particular disciplines within education, pediatrics, research science, psychology/child development and social work/sociology, as relevant to the particular topic), or to the websites of professional organizations or practitioners in fields related to the topic (education/teacher organizations, college/university programs, professional medical organizations, professional psychology organizations, etc.). Articles from mass market magazines or websites are not acceptable unless the student can document that the author of the chosen article is a reputable professional in a field relevant to the topic and whose article was just appearing in a less professional venue so as to gain wider circulation. Articles by journalists, parents, children, politicians, lawyers, police officers, etc., therefore, will not be deemed acceptable unless the scope of what they are writing about is within their domain of expertise or credibility. Books are discouraged, but may be used if they are recent enough to be as useful as a journal article might be, if they meet the same criteria for professional authorship, and if the student is willing and able to make and attach photocopies of all pages used or part with the book itself. Videotapes, interviews and observations may be used as secondary sources beyond the required three. Personal case studies can be used to give the research a “human face,” but generalized or factual conclusions cannot be drawn from such individual cases and the paper should not be dominated by them.

          Grading for this assignment will be based on such factors as the quality of research, the quality of written presentation, organization, argumentation, clarity, comprehension, currency, accuracy, freedom from plagiarism, depth and seriousness of effort. The assignment will not be accepted unless it is in the required format, gives proper credit for all information included, is accompanied by copies of all material used and is also accompanied by a single sheet hand-out for classmates, otherwise it will be considered late. Failure to ultimately present the assignment in complete form will result in failure for the course. Failure to have written a fully original paper not intentionally and/or substantially plagiarized from other work, whether by another person or by the student her/himself, will also result in failure for the course.

 

 

          Format for Research Paper

 

 

1.    Introduction

2.    Report

3.    Works Cited

4.    Endnotes

5.    Copies of All Sources Used

6.    Sharing Page

 

         

          Introduction

 

               Before writing the paper, the student will write a brief (one to two page) introduction. This introduction is meant to familiarize the reader with the following information:

               Why did the student settle on this topic? What personal or professional experiences might the student have relative to this topic? What does the student believe s/he knows about this topic before undertaking the research? Does the student have any biases or blindspots about this topic that s/he is aware of? What does the student hope to learn or what is s/he expecting to learn? How will the student undertake the research; where will s/he be looking?

               From this, the Instructor will gain insight into the student, will learn where s/he is coming from relative to this topic and will have a sense of the intentions and premises of the paper.

 

          Report

 

               In the student’s own words (except for direct quotes), synthesizing the material s/he has read with whatever else s/he may know (as opposed to believe), s/he will write a brief report (three to five pages) about his/her chosen topic. The purpose is to share what has been learned about the subject so as to be able to educate others. In so doing, the student must scrupulously attempt to avoid plagiarism.

    

        Plagiarism is, essentially, the stealing of the words, ideas or work of someone else. It is claiming to have come up with those words or ideas or to have done the work that should have been appropriately credited to the rightful person. As such it is not just inappropriate, it is illegal; it is not tolerated by educational institutions and has come back to haunt many people after their graduation. Significant unintentional plagiarism will result in a lowering of the student’s grade for this assignment. Intentional plagiarism will result in at very least failure for the course, and the Instructor does reserve the right to do whatever checking is necessary. So here is a quick guide to how to avoid plagiarism.

 

1.       Always put things fully in your own words, unless they are exact quotes.

2.       If you are quoting, you must be extra careful to use the precise words of the author, put them within quotation marks and give the author credit for them.

3.       If you are paraphrasing, you still must give the author credit, for the idea, but you would be using only your own words to accurately describe the author’s idea.

4.       It is never allowable to change the words from a source and present them in any form.

5.       Any time you are referring to an idea which is not your own, you must credit the person from whom the idea came.

6.       If you are referring to a reference in one of your sources, you must credit both the initial source and the source wherein you found it.

7.       Crediting (“citing”) can be done with footnotes, endnotes, parenthetical references or within the text itself, but it must be done every time you are using words or ideas which are not your own.

 

        The Instructor is obliged to check writing that appears significantly inconsistent with the quality of the student’s previous work, appears to have a professional or technical quality significantly beyond reasonable expectations, or gives the impression that it may have been written by another author or for another purpose. If it is then found that the material was entirely or substantially copied from a source or sources, and that the student failed to hand in copies of that source or sources, failed to credit the sources in a way that suggests deception, or in some way attempted to obscure the act of copying, the student risks not only course failure but being reported to the Dean of Students for academic dishonesty, jeopardizing her/his academic and professional career. Cheating is a disqualification for a teacher-to-be.

 

 

          Works Cited and Endnotes Pages

 

               A Works Cited page will be included in the submission, one which will list all sources used, their title, the name of the journal they appeared in (if an article) or the name of the website (if an internet article), the name(s) of their authors, the credentials of their authors, the year of publication and the pages used. All of this information must be included, and it must all correspond to what is in the student’s report.

 

               The student will also include an Endnotes page. This page will list by number all of the quotes and paraphrases within the report (which will be correspondingly numbered within the report), and will provide the author, the source (from the Works Cited page) and the page in the source from which it was taken. The Instructor would appreciate the student highlighting or underlining the material in the actual copy of the source provided, so as to make checking easier. The student is again reminded that everything that is not the student’s idea must be cited (so numerous cites are expected), that if it is the words from a source it must be in quotation marks and cannot be tampered with, and it if is the idea of the source but not the exact words it still must be credited but must be entirely in the student’s words (not a changing of the words of the source).

 

 

          Copies of Sources

 

               Photocopies or print outs of all sources used must be presented with the submission. If the student used a book, it or copies of the pages used must also be included. If the Instructor is unable to find any information within the paper in the attached sources, the paper will be returned to the student, unless this failure indicates intentional deception, which will automatically trigger failure for the course.

 

 

          Sharing

 

               The student will prepare copies of a one page hand-out sufficient for the entire class, one which would either best educate or best motivate her/his classmates regarding that topic. It can be a summary, an outline, a list, a chart, a graph or a story, made by the student or reprinted, but, whatever the choice, it should be the best use of her/his classmates’ time in benefitting from the research done.

 

 

 

Savage Inequalities Assignment – 10%

 

 

     To be announced…. Please be sure to read the book – Savage Inequalities: Children In America’s Schools by Jonathan Kozol – by the due date as specified in the “Schedule of Assignments,” in preparation for this assignment. The student should be fully prepared at that time to write or talk about the book in its entirety, demonstrating comprehension of the author’s points, arguments and purposes and their application to the field of education.